The Effects of Classic and Web-Designed Conceptual Change Texts on the Subject of Water Chemistry

Autor/inn/en	Tas, Erol; Gülen, Salih; Öner, Zeynep; Özyürek, Cengiz
Titel	The Effects of Classic and Web-Designed Conceptual Change Texts on the Subject of Water Chemistry
Quelle	In: International Electronic Journal of Elementary Education, 7 (2015) 2, S.263-280 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1307-9298
Schlagwörter	Water; Chemistry; Science Instruction; Grade 8; Secondary School Students; Pretests Posttests; Experimental Groups; Test Validity; Test Reliability; Grade 9; Scientific Concepts; Misconceptions; Teaching Methods; Control Groups; Comparative Analysis; Foreign Countries; Concept Formation; Educational Technology; Technology Uses in Education; Multiple Choice Tests; Turkey + Suchen Sie Ihr Suchwort? Wasser; Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; School year 08; 8. Schuljahr; Schuljahr 08; Sekundarschüler; Testvalidität; Testreliabilität; School year 09; 9. Schuljahr; Schuljahr 09; Missverständnis; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Concept learning; Begriffsbildung; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Türkei
Abstract	The purpose of this study is to research the effects of traditional and web-assisted conceptual change texts for the subject of water chemistry on the success, conceptual errors and permanent learning of students. A total of 37 8th graders in a secondary school of Samsun participated in this study which had a random experimental design with pre-test and post-test groups. With the three-stage conceptual success test developed by the researchers, a pilot scheme was conducted with 103 participants (9th graders). As a result of this scheme, the test's validity and reliability was completed and traditional conceptual change texts based on the determinated conceptual errors were prepared. In addition, this test was applied to students as pre-test at the beginning of the study. Classical conceptual change texts that were prepared were taught with traditional methods in control group's lessons. On the other hand, traditional conceptual change texts were prepared web-assisted and the experimental group was taught by using web-assisted conceptual change texts. At the end of the study, three-stage conceptual success test was conducted on the sample again as post-test. The data collected was analyzed by using SPSS and Microsoft Office Excel 2007 package program. As a result of the study, it was found that conceptual change texts caused a decrease in the conceptual errors of students on the subject of water chemistry. This improvement was 65% for the experimental group and 14% for the control group. In addition, even after three months, this rate was 61% for the experimental group and 3,8 % for the control group. Web-assisted conceptual change texts were found to be more effective in the permanence of what is learned. (As Provided).
Anmerkungen	International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: http://www.iejee.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01